Developmental Psychopathology

Question 1

What is psychopathology?

Answer 1

An intense, persistent, or frequent maladaptive pattern of emotions cognitions or behavior

Question 2

What is developmental psychopathology?

Answer 2

The Maladaptive patterns occur in the context of normal development. Results in the current and potential impairment of infants children and adolescents.

Question 3

What is developmental epidemiology?

Answer 3

The study of - frequencies and patterns of distributions of disorders in infants, children, and adolescents can be estimated with varied methodologies and within varied group

Question 4

What is prevalence?

Answer 4

Prevalence refers to the proportion of a population with a disorder

Question 5

What is Incidence?

Answer 5

Incidence refers to the rate at which new cases arise (i.e., all new cases in a given time period)

Question 6

The multipart task of estimating rates of disorder includes

Answer 6

(1) identifying children with clinically significant distress and dysfunction, whether or not they are in treatment
(2) calculating levels of general and specific psychopathologies and the impairments associated with various disorders
(3) tracking changing trends in the identification and diagnosis of specific categories of disorder

Question 7

Continuous models of psychopathology

Answer 7

The gradual transition from the normal range of feelings thoughts and behaviors to clinically significant problems.

Question 8

Discontinuous models of psychopathology

Answer 8

emphasizes differences between distinct patterns of emotion, cognition, and behavior, that are within the normal range and those that define clinical disorders.

Question 9

Physiological models

Answer 9

propose that there is a physiological basis fro all psychological processes including structural, biological, and chemical.

Question 10

Neural plasticity

Answer 10

the ability of the brain to flexibly respond

to physiological and environmental challenges and insults.

Question 11

Genotype

Answer 11

the genetic make-up of a cell, an organism, or an individual.

Question 12

Phenotype

Answer 12

the observable characteristics of an individual

Question 13

Validity

Answer 13

A measure of whether the classification gives true-to- life, meaningful information

Question 14

Williams syndrome

Answer 14

A developmental disorder caused by a microdeletion on chromosome 7, characterized by deficits in general cognitive function and visual–spatial skills and rela- tive strengths in the language and music domains

Question 15

Universal preventive measure

Answer 15

A type of preventive measure provided for entire populations (e.g., mandatory immunizations for children

Question 16

Two-factor model

Answer 16

A model of attention deficit/hyperactivity disorder emphasizing two distinct factors that underlie impairments: inattention and hyperactivity/impulsivity

Question 17

Translational research

Answer 17

Research designed, conducted, and interpreted with meaningful applications and social value in mind

Question 18

Tertiary prevention

Answer 18

Interventions that are implemented for already present and clinically significant disorders.

Question 19

Temperament Variations

Answer 19

in newborns’ styles of reactivity (e.g., attention, activity, moods, and distress) and regulation of reactivity

Question 20

Stigmatization

Answer 20

Negative attitudes (such as blaming or over- concern with dangerousness), emotions (such as shame, fear, or pity), and behaviors (such as ridicule or isolation) related to psychopathology and mental illness

Question 21

Reliability

Answer 21

A measure of whether different clinicians, using the same set of criteria, classify children into the same clearly defined categories

Question 22

Resilience

Answer 22

Adaptation (or competence) despite adversity

Question 23

Risk factors

Answer 23

The individual, family, and social characteristics

that are associated with increased vulnerability, or risk

Question 24

Genomics:

Answer 24

A field of study focused on genes and gene functions

Question 25

Behavior genetics

Answer 25

The study of the joint effects of genes and environments. Both direct and indirect environment experiences influence gene expression

Question 26

Diathesis-stress model

Answer 26

A model that emphasizes the combination of underlying predispositions (risk factors related to, for example, structural abnormalities or early occurring trauma) and additional factors (such as further physiological or environmental events) that lead to the development of psychopathology.

Question 27

Psychodynamic models

Answer 27

Psychological models that emphasize unconscious cognitive, affective, and motivational processes; mental representations of self, others, and relationships; the subjectivity of experience; and a developmental perspective on individual adjustment and maladjustment. Fixation regression model

Question 28

With respect to treatments, today’s psychodynamic assessments and treatments

Answer 28

continue to rely on play to make connections with troubled children, to identify the specific pathology, and to effect change. Psychodynamic psychotherapy for children and adolescents also emphasizes the important role of parents and family members

Question 29

Behavioral models

Answer 29

Psychological models that emphasize the individual’s observable behavior within a specific environment Learned Behavior- classic conditioning, operant conditioning, observational processes Psychopathology is learning gone awry

Question 30

Cognitive models

Answer 30

A psychological model that focuses on the components and processes of the mind and mental development. the way children's thinking influences the many varieties of learning.

Question 31

Neoconstructivist approach

Answer 31

An emphasis on evolutionary contexts, experience–expectant learning, and both qualitative and quantitative change across development.

Question 32

Humanistic models

Answer 32

Psychological models that emphasize personally meaningful experiences, innate motivations for healthy growth, and the child’s purposeful creation of a self psychopathology results from a suppression of child's natural tendencies

Question 33

Family model

Answer 33

A model that emphasizes that the best way to understand the personality and psychopathology of a particular child is to understand the dynamics of a particular family.

Question 34

Sociocultural models

Answer 34

Models that emphasize the importance of the social context, including gender, race, ethnicity, and socioeconomic status, in the development, course, and treatment of psychopathology

Question 35

Ecological model

Answer 35

A model that emphasizes the immediate environments, or “behavior settings,” in which children grow and make sense of their lives, including their homes, classrooms, neighborhoods, and communities.

Question 36

Birth cohort

Answer 36

Individuals born in a particular historical period who share key experiences and events

Question 37

Developmental pathways

Answer 37

Trajectories that reflect children’s adjustment, maladjustment, or both in the context of growth and change over a lifetime.

Question 38

Equifinality Refers to

Answer 38

developmental pathways in which differing beginnings and circumstances lead to similar out- comes.

Question 39

Multifinality

Answer 39

Refers to developmental pathways in which similar beginnings and circumstances lead to different out- comes.

Question 40

Pathways of parental impact

Answer 40

Three ways in which parents influence the development of child depression: (1) parent depression affects parent–child relationships and interactions and leads to child psychopathology; (2) parent depression affects family relationships and interactions and family disruptions, and these lead to child psychopathology; (3) par- ent depression affects marital satisfaction, leading to child psychopathology.

Question 41

Pathways model

Answer 41

(1) change is possible at many points; and | (2) change is constrained or enabled by previous adaptations

Question 42

Coherence

Answer 42

From a developmental perspective, reflects the logical and meaningful links between early developmental variables and later outcomes consistency

Question 43

Risk is

Answer 43

increased vulnerability to disorder.

Question 44

Protective factors

Answer 44

are the individual, family, and social characteristics that are associated with this positive adaptation

Question 45

non- specific risk,

Answer 45

which involves increased vulnerability to any, or many, kinds of disorders

Question 46

specific risk,

Answer 46

which involves increased vulnerability to one particular disorder.

Question 47

Individual risk factors are

Answer 47

child focused and include things like genetics and physiological processes, gender, and temperament and personality

Question 48

Family risk factors are

Answer 48

those associated with the child’s immediate caretaking environment and include parent characteristics such as the presence of psychopathology or harsh, punitive styles of parenting, as well as family characteristics such as chronic conflict between parents, lack of supervision, or unusual discord among siblings

Question 49

Social risk factors include

Answer 49

those associated with the child’s larger environment, including peers and schools, neighborhood and socioeconomic niche, and racial, ethnic, and cultural characteristics

Question 50

Competence domains

Answer 50

School Age: achievement, behavioral competence, and social competence Adolescent: Romantic competence and job competence

Question 51

Child maltreatment

Answer 51

Not a diagnosis that is assigned to a child, but a broad category including physical abuse, sexual abuse, psychological abuse, and neglect - Risk factor

Question 52

Three types of resilient children

Answer 52

(1) children with many risk factors who have good outcomes; (2) children who continue to display competence when they are experiencing stress; and (3) children who display good recoveries following stress or trauma.

Question 53

protective factors influence children’s outcomes by

Answer 53

(1) reducing the impact of risk, (2) reducing the negative chain reactions that follow exposure to risk, (3) serving to establish or maintain self-esteem and self-efficacy, and/or (4) opening up opportunities for improvement or growth.

Question 54

Cross-sectional research

Answer 54

involves the collection of data at a single point in time, with comparisons made among groups of participants.

Question 55

Longitudinal research,

Answer 55

involves the ongoing collection of data from the same group of participants, for the study of individuals over time.

Question 56

Developmental Cascades

Answer 56

assumes effects spread over time, may be positive or negative.

Question 57

Gene-by-environment

Answer 57

processes and interactions specify the role of genetics in influencing children’s vulnerability to particular risk factors. These interactions are common in both typical and atypical development

Question 58

Classification

Answer 58

is defined as a system for describing the important categories, groups, or dimensions of disorder.

Question 59

diagnosis

Answer 59

is the method of assigning children to specific classification categories.

Question 60

Categorical classification assumes that

Answer 60

there are groups of individuals with relatively similar patterns of disorder. With an ideal categorical scheme, each disorder would have its own specific etiology, course, and treatment.

Question 61

Interrater reliability is noted when,

Answer 61

two or more clinical psychologists, gathering information about one child’s developmental history and current difficulties, come to the same deci- sion about the type of disorder.

Question 62

Cross-time reliability is noted when

Answer 62

a child is similarly classified by the same clinician at two different points in time.

Question 63

internal validity tells us

Answer 63

something important about the etiology of a disorder, or the core patterns of symptoms or difficulties experienced by children with a particular type or subtype of disorder

Question 64

External validity tells us

Answer 64

something important about the implications of the disorder

Question 65

dimensional classification

Answer 65

a bottom-up process involving (1) the collection of data from children with typical and atypical adjustments, (2) attempts to group the many distresses and dysfunctions statistically into meaningful dimensions (or important characteristics) of disorder.

Question 66

externalizing dimension,

Answer 66

with undercontrolled behaviors such as oppositional or aggressive behaviors that are often directed at others

Question 67

internalizing dimension,

Answer 67

overcontrolled behaviors such as anxiety or social isolation that are often directed toward the self.

Question 68

Assessment involves

Answer 68

the systematic collection of relevant information and is used to solve two kinds of practical problems (1) differentiating everyday problems or transient difficulties from clinically significant psychopathology, and (2) classifying and caring for those who have been identified as having disorders.

Question 69

differential diagnoses:

Answer 69

decisions about mutually exclusive categories of disorder.

Question 70

diagnostic efficiency,

Answer 70

the degree to which clinicians maximize diagnostic hits and minimize diagnostic misses.

Question 71

interviews

Answer 71

allow parents and children to explain their concerns and, more broadly, to tell their stories.

Question 72

standardized tests

Answer 72

are assessments in which the data from a particular child can be compared to data gathered from large samples of children, including typically developing children and children with a variety of diagnoses.

Question 73

Projective measures

Answer 73

are based on the assumption that, given an ambiguous stimulus, individuals’ responses will reflect the projection of unconscious motivations, concerns, and conflicts.

Question 74

observations

Answer 74

Clinicians usually observe children in clinical settings, such as offices, but also may observe children in everyday settings such as the home or school. Behavioral observations can provide specific sorts of contextual data, including analyses of what comes before, and what follows, a child’s dysfunctional behavior.

Question 75

Outcome research

Answer 75

has to do with whether children and adolescents have improved at the end of treatment relative to their pretreatment status and compared to others who have not received treatment

Question 76

Process research

Answer 76

deals with the specific mechanisms and common factors that account for therapeutic change.

Question 77

Primary prevention

Answer 77

involves reducing or eliminating risks, as well as reducing the incidence of disorder in children

Question 78

three types of preventive measures:

Answer 78

(1) universal preventive measures, which are provided for entire populations (e.g., mandatory immunizations for children); (2) selective preventive measures, provided for groups at above-average risk (e.g., Head Start programs for preschoolers from disadvantaged backgrounds); and (3) indicated preventive measures, provided for groups with specific risk factors that include more extensive interventions (e.g., packages of services for families with prematurely born infants).

Question 79

Secondary prevention

Answer 79

has to do with interventions that are implemented following the early signs of distress and dysfunction, before the disorder is clearly established in the child

Question 80

Three biobehavioral shifts that signal important intrapersonal and interpersonal changes

Answer 80

1) between 2 and 3 months of age, after infants and caregivers have negotiated the transition from intrauterine to extra- uterine experience via rhythmic routines of feeding, dressing, and comforting 2) between 7 and 9 months, another shift takes place. By this time, most babies communicate their feelings and intentions through gestures and vocalizations, play with toys, and have a number of daily and nightly schedules. 3) between 18 and 20 months. By then, toddlers are walking and talking and are increasingly independent explorers of their many environments.

Question 81

Reactivity

Answer 81

involves the infant’s excitability and responsiveness

Question 82

Regulation

Answer 82

involves what the infant does to control his or her reactivity.

Question 83

two general categories for types of temperament

Answer 83

1) highly reactive and inhibited | 2) less reactive and uninhibited

Question 84

temperament traits include

Answer 84

surgency (i.e., sociability and positive emotionality), negative affectivity (i.e., pre- dispositions to experience fear and frustration/anger), effortful control (i.e., infant attempts to regulate stimulation and response)

Question 85

goodness of fit

Answer 85

the interplay between infant temperament and parenting